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課程簡介 Course Introduction
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開課年度學期 Year / Term
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114 學年度 第 1 學期
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開課班級 Department
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教育學系測驗統計博士班 測驗統計博二
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授課方式 Instructional Method
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課堂教學 、 中文
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課程電腦代號 Course Reference Number
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112013
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課程名稱(中文) Course Title(Chinese)
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認知心理學與教育測驗
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課程名稱(英文) Course Title(English)
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Cognitive Psychology and Educational Testing
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學分數/時數 Credit Hours
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3 /
3
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必(選)修 Requirement / Elective Course
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必修
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授課老師 Instructor
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林素微
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助教 Teaching Assistant
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上課時間 Meeting Time
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星期五，節次C、D、E
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上課教室 Classroom
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ZB216
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Office Hours
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林素微：4444/89AB
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| 獲獎及補助情形 Awards and Grants |
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| 聯合國永續發展目標 (SDGs跨域類別) Sustainable Development Goals, SDGs |
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SDGs 04.
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優質教育：確保有教無類、公平以及高品質的教育，及提倡終身學習
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課程目標 Learning Objectives
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1.提昇學生對於認知歷程方面的重要研究，以及教學應用和認知測驗發展的深度理解。
2.提昇學生對於探討認知與發展心理學對教育測驗意涵的理解，針對感興趣議題，進行文獻（含評量工具）閱覽和課堂分享與討論的主持。
3.學生能依據上述探討結果，針對特定議題進行革新的評量發展或量化(分類)方法應用規劃，並進行小樣本試用、結果分析和課堂的分享討論。
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先修 ( 前置 ) 課程 Prerequisite
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| 彈性教學規劃 Flexible Teaching/Planning Schedules |
| ＊本課程實施16+2週彈性教學方案，其中第17、18週之彈性規劃如下： |
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線上教學/討論
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自主學習
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課程大綱 Course Syllabus
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| 週次 Week |
課程單元大綱 Unit |
教學方式 Instructional Method/Style/Teaching Style |
參考資料或相關作業 References or Related Materials |
評量方式 Grading |
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1
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Introduction to Cognitive Psychology and Educational Testing
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Lecture and discussion
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1,2,3,4
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2
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Cognitive and Developmental Psychology and Educational Testing Issues
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Lecture and discussion
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5,6,7
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3
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Cognitive analysis and the validity of tests
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Oral report and discussion
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8
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4
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Cognitive component analysis and Automatic item generation
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Oral report and discussion
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9,10
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5
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Discussion of research ideas
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Propose ideas for discussion
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6
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Cognitive analysis of test data
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Practical exercises
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11,12,13
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7
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Spring break
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8
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Cognitive diagnosis analysis
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Practical exercises
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14
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9
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Research design of cognitive component analysis
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Example sharing and Practice
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10
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Innovation plan of quantitative tool or quantitative research
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Oral report and discussion
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15
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11
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Plan of validity data collection
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Oral report and discussion
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12
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Sharing of sample items or software trial
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Oral report and discussion
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13
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Cognitive component analysis and standard setting
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Lecture and discussion
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16
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14
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Data analysis of cognitive diagnosis model
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Lecture and discussion
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15
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Reading cognitive diagnosis
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Lecture and discussion
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16
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Research of expert and novice
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Oral report and discussion
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17
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Results of field trial
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Oral report and discussion
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18
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Results of field trial
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Oral report and discussion
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單一課程對應校能力指標程度 The Degree to Which Single Course Corresponds to School Competence
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| 編號 No. |
校核心能力 School Core Competencies |
符合程度 Degree of conformity |
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1
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公民力 (Citizen)
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4
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2
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自學力 (Self-learning)
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5
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3
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資訊力 (Information)
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5
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4
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創造力 (Creativity)
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5
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5
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溝通力 (Communication)
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4
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6
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就業力(Employability)
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4
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單一課程對應系能力指標程度 The Degree to Which Single Course Corresponds to Department Competence
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| 編號 No. |
類別 Category |
系核心能力 Department Core Competencies |
符合程度 Degree of conformity |
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01
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系所
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能分析與解釋量化與類別資料
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3
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02
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系所
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能批判量化研究設計
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5
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03
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系所
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能創新統計模式和評量工具（博）
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3
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04
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系所
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能整合科技進行測驗創新議題探討
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4
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05
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系所
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能發表測驗統計議題的論文
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4
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06
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系所
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能提供專業水準測驗與統計問題的諮詢服務（博）
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4
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單一課程對應院能力指標程度 The Degree to Which Single Course Corresponds to College Competence
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| 編號 No. |
院核心能力 College Core Competencies |
符合程度 Degree of conformity |
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1
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探究能力
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5
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2
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語文與溝通能力
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5
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3
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創新與實踐能力
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5
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4
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專業知能
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5
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教科書或參考用書 Textbooks or Reference Books
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館藏書名 Library Books
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備註 Remarks
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1. Mislevy, R.J. (2006). Cognitive psychology and educational assessment. In R. L. Brennan (Ed.), Educational measurement (4th ed.). Westport, CT: American Council on Education.
2. Mislevy R.J., Steinberg, L.S., Almond, R.G., Haertel, G.D.. & Penuel, W.R. (2003). Leverage points for improving educational assessment. In B.Means & G. Haertel (Eds.), Evaluating the effects of technology in education (pp. 149-180). New work: Teachers College Press.
3. Mislevy, R.J., & Risconscente, M. (2006). Evidence-centered assessment design: Layers, concepts, and terminology. In S. Downing & T. Haladyna (Eds.), Handbook of test development. Mahwah, NJ: Erbaum.
4. National Research Council (2002). Knowing what students know. J. Pellegrino, N. Chudowsky, & R. Glaser (Eds.). Washington, D. C.: National Academy Press.
5. Anderson, J.R., Greeno, J.G., Reder, L.M., & Simon, H.A. (2000). Perspective on learning, thinking, and activity. Educational Researcher, 29, 11-13.
6. Anderson, J.R., Reder, L.M. & Simon, H.A. (1996). Situated learning and education. Educational Researcher, 25, 5-11.
7. Anderson, J.R., Reder, L.M. & Simon, H.A. (1997). Situated versus cognitive perspective: Form versus substance. Educational Researcher, 26, 18-21.
8. Embretson, S.E. (1998). A cognitive design system approach to generating valid tests; Application to abstract reasoning. Psychological Method, 3, 380-396.
9. Bejar, I.I. (1993). A generative approach to psychological and educational measurement. In N. Frederiksen, R.J. Mislevy, & I.I. Bejar (Eds.), Test theory for a new generation of tests (pp. 323-357). Hillsdale, NJ: Erlbaum.
10. 蘇義翔、洪碧霞(2015)：基於認知成分之代數推理測驗自動化命題模式之發展。人文社會學報，11(2)，133-162。
11. Graf, E. A. (2009).Defining mathematics competency in the service of cognitively based assessment for grades 6 through 8 (Research Report No. RR-09-42). Princeton, NJ: Educational Testing Service.
12. Graf, E. A., Harris, K., Marquez, E., Fife, J., & Redman, M. (2009). Cognitively based assessment of, for, and as Learning (CBAL) in mathematics: A design and first steps toward implementation (Research Memorandum No. RM-09-07). Princeton, NJ: Educational Testing Service.
13. Haberstroh, J.,Harris, K., Bauer,M.,Marquez, E., & Graf, E. A. (2010). CBAL mathematics final report 2009. Princeton, NJ: Educational Testing Service.
14. Leighton, J. P., & Gierl, M. J. (2007). Cognitive diagnostic assessment for education. NewYork, NY: Cambridge University Press.
15. Hendrickson, A., & Mislevy, R.J. (2005). Cognitive based IRT models. In B. Everitt & D. Howell (Eds.), Encyclopedia of statistics in behavioral science, volume 2 (pp. 978-982). New York: josser-Bass/Wiley.
16. Newstead, S., Bradon, P., Handley, S., Evans, J., & Dennis, I. (2002). Using the psychology of reasoning to predict the difficulty of analytical reasoning problems. In S.H. Irvine &P.C. Kyllonen (Eds.), Item generation for test development (pp. 35-52). Mahwah, NJ: Erlbaum.
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※請尊重智慧財產權，不得非法影印教科書※
※ Please respect intellectual property rights and do not illegally photocopy textbooks. ※
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教學方法 Teaching Method
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教學方法 Teaching Method
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百分比 Percentage
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講述
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35 %
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討論
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35 %
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問題導向學習
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20 %
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分享
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10 %
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| 總和 Total |
100 % |
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成績評量方式 Grading
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| 評量方式 Grading |
百分比 Percentage |
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個人口頭報告
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15 %
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個人書面報告
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75 %
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出席狀況
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10 %
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| 總和 Total |
100 % |
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成績評量方式補充說明
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文獻探討書面報告30％，口頭報告5％。
評量工具或量化(分類)方法評述25%，口頭報告5％。
測驗發展或資料分析計畫書面報告30％，口頭報告5％。
30% of the literature discusses and written reports and 5% of oral reports.
25% of the review of assessment tools or quantitative (classification) methods and 5% of oral reports.
30% of the proposal of test development or data analysis and 5% of oral report.
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課程大綱補充資料 Supplementary Material of Course Syllabus
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